Teacher Development:
Focus on Technology (1996-1999)
The Teacher Development project was designed specifically to provide
technology training to address the concerns of language teachers. During
each year of the project, groups of students in the Second Languages and
Cultures Post-Baccalaureate Teacher Preparation Program at the University
of Minnesota, participated in a course together with several of their cooperating
teachers from the local area. Together these teachers shared new and experienced
teacher viewpoints on the application of technology to language teaching
and learning.
The teachers focused on the use of audio, video, computer software and
the Internet for developing language skills, incorporating authentic language
and enhancing interaction in the second language classroom. Teachers examined
two approaches for the use of technology: classroom (large-group) and independent
learning. The goal of the program was to help all of the teachers learn
to use the tools, evaluate the materials critically, and select and use
the technologies wisely.
Course Model
The cohort of teachers was divided into 2 sections which attended class
in alternate weeks, giving each cohort 3 class meetings and one hands-on
session per instructional quarter. During the first and second weeks of
the quarter, each cohort received instruction about and demonstration of
a particular type of technology and examples of how it may be integrated
meaningfully into a language teaching curriculum. During weeks 3 and 4,
the cohorts had hands-on activities to complete that allowed them to gain
experience with the particular technology. This time frame also allows
the participants time to try out what they were learning with the students
and teachers in their placements or classes, if available. Week 5 had a
class session that expanded on the term's technology topic; then during
weeks 6 through 8, students tried out what they were learning in their
full-time placements. The last two weeks of each quarter revolved around
participant presentation and discussion of projects/ideas for the integration
of the technology in language teaching and learning.
>> View an archived
class website - includes the syllabus, rubrics, online "handouts"
and directions for activities the students were assigned.
Evaluation
An initial evaluation of the program indicated that the topics were fairly
comprehensive, though there was some changes
made in the course over the three years. Project staff found that while
this course model was advantageous in linking preservice with inservice
teachers over a period of time during which teachers could use and practice
new skills, the expanded class timeframe lessened the connection between
the instructors and the course participants.
Participants reported that they were excited about using these technologies
and seeing uses for them in the classroom, but they were also frustrated
at the lack of resources in their schools, which prevented them from implementing
some of the ideas presented in this course in their classroom. The participants
preferred hands-on practice with the technologies (so they were personally
more comfortable with the particular technology) and pre-defined student
activities that they could use "tomorrow", versus spending time
in reflection or discussion on theoretical underpinnings or creating materials
that they might not use until later.
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